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I  DUPLICATION  OF  SCHOOLS  FOR 
'  NEGRO  YOUTH 


_J^3J 


^ 


THE  LIBRARY  OF  THE 

UNIVERSITY  OF 

NORTH  CAROLINA 


ENDOWED  BY  THE 

DIALECTIC  AND  PHILANTHROPIC 

SOCIETIES 


EI85.5 
.J65 
no. 15 


THE  TRUSTEES  OF  THE  JOHN  F.  SLATER  FUND 
Occasional   Papers,  No.    15 


Duplication 
of 


Schools  for  Negro  Youth 


By  W.  T.B.Williams 


3^ 


1914 


(Hm  Liotarp 

of  ti>t 

OnitjetiSitp  of  Bonh  Cacolina 


(EndotoeD  bp  TO?  SDiaUctic 

ano 

Pllilantliropfc  &ocietit0 

371.37 
TSSo 


Duplication 
of 

Schools  for  Negro  Youth 


By  W.  T.  B.  Williams 


1914 


PREFACE 

The  bare  sight  of  the  facts  contained  in  this  pubHcation 
should  be  sufficient  to  lead  to  some  action.  What  stands  in  the 
way?  The  main  answer  must  be  Denominationalism.  De- 
nominations in  religion  will  probably  continue  to  exist  so  long 
as  the  thoughts  and  tastes  of  men  differ ;  but  when  denomina- 
tionalism leads  to  such  waste  of  money  and  effort  as  is  shown 
in  the  eft"orts  to  aid  in  providing  education  for  the  colored 
people  of  the  Southern  states,  it  is  the  part  of  wisdom  and  of 
true  religion  to  seek  some  basis  of  cooperation,  rather  than  to 
continue  in  wasteful  competition.  It  is  time  that  practical  men 
in  the  various  churches  should  take  action  in  bringing  about 
a  change  for  the  better.  Are  not  all  seeking  the  same  end, 
namely,  to  promote  the  spread  of  effective  education  and  of 
Christian  living? 

In  his  letter  transmitting  this  paper,  Mr.  Williams  says: 
"The  more  I  study  the  figures  and  recall  visits  to  so  many  of 
these  struggling  institutions  the  more  clearly  does  it  seem  that 
something  should  be  done  to  increase  the  efficiency  of  a  reason- 
able number  of  these  schools,  and  to  prevent  the  unwise  use 
of  means  and  well-meant  efforts  in  others,  and  to  reduce 
the  rivalries,  divisions,  jealousies,  and  other  evils  that  result 
from  unnecessary  duplication  of  these  schools  for  colored 
youth.  In  this  day  of  consolidation,  there  must  be  something 
that  can  be  done  to  improve  the  situation,  if  serious  attention 
be  given  the  matter." 

Certainly  serious  attention  is  needed.  During  the  past  year 
two  meetings  have  been  held  which  bear  promise  of  at  least 
a  beginning  of  wisdom  in  dealing  with  the  problem.  These 
meetings  were  attended  by  executive  officials  of  various  boards 
which  are  engaged  in  supporting  institutions  for  Negro  educa- 
tion in  the  South.  At  one  or  both  of  the  meetings  the  follow- 
ing representatives  were  present :  Messrs.  Ryder  and  Douglass, 
of  the  American  Missionary  Association ;  White,  of  the 
Baptist  Home  Missionary  Society;  x\nderson,  of  the  Board  of 
Education  of  the  Methodist  Episcopal  Church  South ;  Bishop, 
of  the  Episcopal  American  Church  Institute;  Maveety,  of  The 
Freedmen's  Aid  Society  of  the  Methodist  Episcopal  Church; 
Jones,  of  the  Bureau  of  Education;  and  Dillard,  of  the  Slater 
and  Jeanes  Funds.     Other  meetings  are  to  be  held   for  the 


4  PREFACE 

purpose  of  obtaining  a  fuller  knowledge  and  better  under- 
standing of  the  conditions,  and  of  recommending  such  changes 
as  may  be  practicable. 

Meantime,  any  information  that  can  throw  light  on  the 
situation  should  be  welcomed  by  all  who  are  interested  in  ob- 
taining the  best  results  for  the  funds  and  efforts  expended. 
This  is  the  reason  for  the  publication  of  the  present  paper. 
Mr.  Williams  gives  fifty  instances.  He  does  not  claim  that 
these  exhaust  the  number,  and,  in  fact,  they  do  not.  Nor  is  it 
claimed  that  the  statistics  given  in  the  table  are  entirely  accu- 
rate. They  are,  however,  sufficiently  accurate  for  the  present 
purpose  of  illustrating  the  facts  of  duplication. 

J.  H.   DiLLARD. 


DUPUCATION  OF  SCHOOLS  FOR  NEGRO  YOUTH 

By  W.  T.  B.  Williams 


In  Negro  education  in  this  country  the  private  school  sup- 
ported by  general  philanthropy  has  held  an   important   and 
conspicuous   place.      Most   of   the   great  churches  and   other 
charitable  organizations  of  the  country  have  rendered  effective 
service  in  this  work.     However,  as  the  years  have  gone  on, 
and  the  work  of  the  respective  bodies  has  increased  and  multi- 
plied, a  good  deal  of  duplication  has  resulted  in  the  various 
efforts  to  provide  education  for  the  Negro.     These  different 
and  unrelated  bodies  are  not  only  attempting  to  do  the  same 
thing  for  the  good  of  the  Negro,  but  a  number  of  them  are 
also  trying  to  carry  on  their  work  independently  in  the  very 
same  places.     It  may  readily  be  seen  from  the  table  and  map 
that  follow  that  in  many  places  in  the  South  from  two  to  five 
different  denominations  have  established  and  maintain  as  many 
separate  schools  for  Negro  youth.    In  a  sense,  this  duplication 
has  become  general.     It  is  confined  to  no  particular  denomina- 
tion nor  to  any  special  section  of  the  South.     In  Alabama, 
for  instance,  twenty  well-known  colored  schools  representing 
ten  different  denominations  are  crowded  into  seven  centers, 
including  the   four   largest  cities   of  the   state.      In   Georgia 
twenty-six  schools  representing  seven  denominations  are  situ- 
ated in  ten  cities.    Of  these  Atlanta  has  six,  Augusta  has  three, 
Macon  has  three,  and  Savannah  two.     In  North  Carolina  nine 
cities  contain  twenty-one  schools  representing  six  denomina- 
tions.   The  same  number  of  faiths  has  14  schools  in  six  cities 
of    South    Carolina,    while    thriving   centers    like    Anderson, 
Spartanburg,   and   Florence,   have   no   schools   of   this  type. 
Louisiana  has  practically  all  of  her  strong  schools  in  New 
Orleans.     And  in  the  broad  state  of  Texas  at  least  four  cities 
have  two  Negro  schools  apiece. 

In  the  fifty  cases  of  duplication  among  the  one  hundred 
twenty-five  colored  schools  listed  below,  the  various  denomina- 
tions are  represented  as  follows : 


6  DUPLICATION    OF    SCHOOLS    FOR    NEGRO    YOUTH 

Baptist  32  times 

African    Methodist    Episcopal 8 

Colored   Methodist   Episcopal 3 

African  Methodist  Episcopal  Zion 4 

Methodist  Episcopal 15  30 

Congregational    15      " 

Presbyterian    9      " 

Protestant    Episcopal 5 

Non-Sectarian  8      " 

State     6      " 

Lutheran  2      "' 

Roman   Catholic 2      " 

United    Presbyterian 2 

In  considering  this  list  it  should,  of  course,  be  borne  in 
mind  that  the  Baptist,  Methodist,  and  Congregational  churches 
have  a  great  many  more  schools  than  the  other  denominations, 
and,  accordingly,  are  exposed  to  more  chances  of  duplication. 
In  a  list  of  196  of  the  leading  colored  schools,  the  Baptists 
have  49  schools,  the  several  bodies  of  Methodists  together 
have  42  schools,  and  the  Congregationalists  have  29  schools. 
The  Presbyterian  bodies  come  next  with  18  schools. 

The  reasons  for  the  multiplication  of  schools  at  given 
centers  are  many.  In  the  early  days  in  Negro  education  rail- 
road facilities  in  smaller  places  were  poor,  and  the  markets 
and  stores  were  not  well  developed  outside  of  the  larger  cities 
and  towns.  So  the  schools  were  practically  forced  into  the 
better  places  for  the  sake  of  the  ordinary  conveniences.  They 
also  went  to  the  cities  to  get  proper  police  protection. 

In  time  a  number  of  less  worthy  motives  led  to  the  duplica- 
tions of  schools  now  so  apparent.  Denominational  rivalry 
and  proselyting  played  their  parts.  With  increasing  intelli- 
gence and  material  prosperity  among  the  Negroes  has  come 
a  certain  sort  of  race  assertion. 

One  expression  of  this  development  has  been  the  creation 
of  schools  often  in  competition  with  the  older  schools.  Poor 
judgment  and  personal  ambition  are  responsible  for  many 
others  in  what  appeared  to  be  good  territory  already  occupied 
by  other  schools.  I  actually  know  of  the  case  of  a  man  who 
raised  money  in  the  North  for  a  school  he  proposed  to  locate 
in  a  town  in  the  South  which  he  had  never  seen.  He  bought 
a  miserable  site  for  the  school  w^ithout  visiting  the  town  or 
finding  out  that  another  old  and  well-established  school  was 


DUPLICATION    OF    SCHOOLS    FOR    NEGRO    YOUTH  7 

already  on  the  ground.  Both  schools  are  now  doing  mainly 
elementary  work,  and  incidentally  relieving  the  town  of  a  large 
part  of  its  responsibility  to  Negro  children. 

From  a  study  of  the  table  below  it  is  apparent  that  the 
iTiain  work  of  practically  all  these  schools  in  every  one  of  the 
fifty  cases  of  duplication  is  elementary.  They  are  all,  then, 
more  or  less  in  competition  with  one  another,  and  duplicate, 
in  most  instances,  their  literary  courses  throughout.  And  the 
same  is  true  to  a  greater  or  less  degree  with  the  industrial 
courses,  when  they  have  any. 

Owing  to  the  lack  of  ample  provisions  for  colored  children 
in  the  elementary  schools  of  the  South,  the  private  schools  are 
justified  in  carrying  elementary  courses.  This  is  particularly 
true  in  cities  like  Macon,  Ga.,  and  New  Orleans,  La.,  where 
the  public  schools  do  not  take  the  colored  children  beyond  the 
sixth  grade,  and  in  cities  such  as  Atlanta,  Augusta,  and 
Savannah,  in  Georgia,  where  many  hundreds  of  colored 
children  are  given  no  seats  in  the  public  schools  at  all.  The 
loss  and  harm  come,  however,  from  the  wasteful  duplication 
of  classes,  teachers,  plants,  etc.,  that  result  from  unrelated 
efforts. 

In  many  instances  the  rivalry  resulting  from  the  duplication 
of  schools  in  a  given  city,  not  only  works  harm  to  the  private 
institution,  but  stifles  the  development  of  the  colored  public 
schools. 

Though  the  school  authorities  rarely  make  sufficient  pro- 
vision to  care  for  all  the  Negro  children,  yet  by  the  action  of 
these  schools  they  can  count  upon  a  large  number  for  whom 
it  will  not  be  necessary  to  provide.  These  are  often  the  better 
children,  those  most  regular  in  attendance  at  school,  whose 
constant  presence  would  increase  the  necessity  for  ampler  pro- 
visions for  all  in  the  public  schools.  Low  average  attendance 
is  frequently  the  cause  of  inadequate  facilities.  Furthermore, 
the  parents  of  these  more  favored  children  would  take  more 
interest  and  be  the  more  influential,  in  all  probability,  in  secur- 
ing proper  schooling  for  colored  children  generally,  if  they 
were  not  relieved  so  largely  by  the  pri\'ate  schools  of  providing 
means  for  the  education  of  their  own  children.  An  extreme 
case  of  the  killing  off  of  public  school  interest  by  rival  denomi- 
national schools  is  furnished  by  Rock  Hill,  South  Carolina. 


8  DUPLICATION    OF    SCHOOLS    FOR    NEGRO    YOUTH 

Here  a  nominal  sum  of  public  money  is  given  to  each  of  four 
private  schools  for  the  instruction  of  the  public  school  children. 
The  city  conducts  no  public  school  for  colored  children.  The 
colored  people  have  no  common  interest,  are  wretchedly 
divided,  and  their  children  at  best  are  poorly  accommodated. 

From  a  study  of  the  annual  income  of  most  of  these  com- 
peting schools,  and  of  their  enrollment  and  the  teachers  em- 
ployed, to  say  nothing  of  the  other  operating  expenses,  it  is 
apparent  that  most  of  them  are  not  prepared  to  do  effective 
work.  Yet,  altogether,  they  draw  heavily  upon  the  public  for 
the  support  of  their  weak,  unrelated  efforts.  Now,  while  it 
is  probably  not  possible  to  get  these  various  bodies  to  sink 
their  differences  even  for  work  of  this  kind,  it  ought  not  to  be 
impossible  in  this  age  of  cooperation  to  effect  some  sort  of  a 
union  of  effort  in  Negro  education.  In  most  places  one  school, 
perhaps  the  strongest,  would  be  sufficient  to  take  care  of  the 
field.  The  other  schools  might  contribute  to  this  work  at  con- 
siderable saving  to  themselves,  and  put  the  rest  into  some 
strong,  central  college  or  industrial  institute  whose  graduates 
would  be  fitted  to  carry  forth  the  particular  faiths  of  the 
several  denominations,  if  the  winning  of  members  to  their 
faith  be  a  matter  of  concern  to  them.  Or  if  no  one  church 
school  might  be  left  with  the  work,  especially  in  elementary 
education,  then  might  not  all  withdraw  to  advantage  and  co- 
operate with  the  public  school  authorities  in  providing  better 
educational  facilities  ? 

With  the  tendencies  toward  the  consolidation  of  schools, 
even  in  the  rural  districts,  with  the  resulting  increased 
efficiency  and  economy,  it  is  a  great  pity  that  the  colored 
children  in  the  elementary  and  secondary  grades  in  the  several 
schools  in  the  same  city  must  be  taught  in  comparatively  small 
groups  at  a  high  relative  cost  and  lowered  efficiency.  For 
example,  in  Birmingham,  Ala.,  986  elementary  students  are 
distributed  among  five  private  institutions.  In  Selma  1,162 
pupils  in  the  grades  are  divided  among  three  private  institu- 
tions. In  Atlanta  1,256  such  students  are  scattered  around 
among  five  schools,  and  in  New  Orleans  1,189  among  three 
institutions.  Mobile  offers  a  fine  illustration  of  how  a  weak 
school,  Zion  Institute,  might  be  closed  entirely  and  all  of  its 
students  be  sent  to  Emerson  Institute,  if  they  could  not  be 
taken  care  of  in  the  public  schools,  without  doubling  the  enroll- 


DUPLICATION    OF    SCHOOLS    FOR    NEGRO    YOUTH  9 

ment  of  Emerson  Institute.  And  the  latter  would  have  ten 
teachers  for  429  children  in  the  enlarged  grades  and  four 
teachers  left  for  the  113  thus  put  into  the  high  school  depart- 
ment. Certainly  it  does  not  seem  possible  that  the  great  church 
boards  will  much  longer  delay  considering  some  such  adjust- 
ments as  these  for  the  good  of  the  schools. 

The  statistics  in  the  following  table  are  taken,  in  the  main, 
from  the  Report  of  the  United  States  Commissioner  of  Educa- 
tion for  1912.  A  number  of  schools  not  found  in  that  list 
have  been  added.  When  it  was  possible  to  give  any  data  re- 
garding the  latter  schools,  or  more  recent  data  regarding  some 
of  the  others.  I  have  indicated  the  sources. 

On  the  accompanying  map  I  have  shown  the  places  where 
the  duplication  of  schools  occurs  in  each  of  twelve  Southern 
states.  The  red  dot  shows  the  place,  and  the  number  of  rays 
projecting  from  the  dot  tells  the  number  of  schools  at  that 
place.  The  names  of  the  schools,  with  the  denominations 
which  they  represent,  will  be  found  in  the  table  under  their 
respective  states. 


DUPLICATION    OF    SCHOOLS    FOR    NEGRO    YOUTH 


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